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Martin Burrett

The Effective Use of Detentions by @RichardJARogers - 9 views

ukedchat.com/...effective-detentions

behaviour management detentions

shared by Martin Burrett on 25 May 18 - No Cached
  • Martin Burrett on 25 May 18
     
    "He opened his laptop and started playing around, again. I hadn't quite noticed until I'd gotten the rest of this Year 7 class to get their books open and start completing the questions that were on the whiteboard."
Jeff Andersen

low motivation - 7 resources for addressing low motivation - 55 views

teachinginhighered.com/...low-motivation

teaching and engagement motivation and Learning

shared by Jeff Andersen on 15 Feb 17 - No Cached
  • Jeff Andersen on 15 Feb 17
     
    Despite your best efforts, your entire class seems to start experiencing a huge decline in motivation. What started out well, as you watched your students' curiosities be heightened, now feels like an attempt to lift something well beyond your capacity. You're experiencing "the dip," and it is a common occurrence. You may very well not have done anything wrong, to cause this to happen. However, there are plenty of strategies you can use to bring the motivation back in a course.
Brian Taylor

A Teacher's Top 3 Must Haves | @LeadingLearner - 54 views

leadinglearner.me/...a-teachers-top-3-must-haves

Pedagogy

shared by Brian Taylor on 20 Nov 16 - No Cached
  • Brian Taylor on 20 Nov 16
     
    Being able to construct a learning progression from simple facts to important concepts or simplex skills to complex ones is our daily bread and butter.  The ability to do this really well sets some teachers apart.  It helps create a focus on learning within the classroom rather than just being busy.  Whilst the sequencing of knowledge is a crucial starting point the real star teachers also know the points at which key misunderstandings or mistakes are often made by pupils.  In the classroom they are already alert to these possible errors and can intervene quickly and incisively.  Teachers spending time planning together must focus on the learning progressions or journeys, if you prefer.  A critical element of this planning is the determining of excellence; what standard should these pupils be able to reach.  My suggestion would be start with the end in mind; what kep concept or complex skill are you trying to teach.
Nigel Coutts

The folly of goal setting activities - The Learner's Way - 10 views

thelearnersway.net/...lly-of-goal-setting-activities

education learning neurobiology goals purpose thinking reflection teaching

shared by Nigel Coutts on 19 Jan 20 - No Cached
  • Nigel Coutts on 19 Jan 20
     
    It is soon the start of a new school year for students in Australia. In other parts of the world, the year continues after a short break for Christmas while New Year festivities are just around the corner for those observing the lunar new year. The start of the year is considered an excellent time to reflect on key ideas that matter to our learning and potential for success. But does this equate with goal-setting?
dmassicg

40 iPad Apps for SAMRL Model ~ Educational Technology and Mobile Learning - 16 views

www.educatorstechnology.com/...ipad-apps-for-samrl-model.html

shared by dmassicg on 31 Jan 13 - No Cached
  • SAMR model is a system which you can use to measure your application of technology, or its level of use. This system consists of four levels: Redefinition, Modification,Augmentation,  and Substitution. Let us now have a look at what these terms mean starting with the least important and moving up to the most important
  • dmassicg on 17 Jan 14
     
    " SAMR model is a system which you can use to measure your application of technology, or its level of use. This system consists of four levels: Redefinition, Modification,Augmentation,  and Substitution. Let us now have a look at what these terms mean starting with the least important and moving up to the most important "
anonymous

The Coach in the Operating Room - The New Yorker - 37 views

www.newyorker.com/...personal-best

coaching teaching professional development

shared by anonymous on 14 Dec 16 - No Cached
Xiaojing Kou liked it
  • I compared my results against national data, and I began beating the averages.
    • anonymous
      anonymous on 14 Dec 16
       
      this is one of the most important reasons for data and using the data to help guide instruction
  • the obvious struck me as interesting: even Rafael Nadal has a coach. Nearly every élite tennis player in the world does. Professional athletes use coaches to make sure they are as good as they can be.
    • anonymous
      anonymous on 14 Dec 16
       
      Why wouldn't we want a coach? Our supervisor or administrator often serves as an evaluator but might not have the time due to time constraints to serve as an effective and dedicated coach. Yet, a coach doesn't have to be an expert. Couldn't the coach just be a colleague with a different skill set?
  • They don’t even have to be good at the sport. The famous Olympic gymnastics coach Bela Karolyi couldn’t do a split if his life depended on it. Mainly, they observe, they judge, and they guide.
    • anonymous
      anonymous on 14 Dec 16
       
      PROFOUND!!!
  • ...31 more annotations...
  • always evolving
    • anonymous
      anonymous on 14 Dec 16
       
      Please tell me what profession isn't always evolving? It something isn't evolving, it is dying! So, why doesn't everyone on the face of the earth - regardless of his/her profession or station in life - need coaching periodically to help them continue to grow and evolve?
  • We have to keep developing our capabilities and avoid falling behind.
  • no matter how well prepared people are in their formative years, few can achieve and maintain their best performance on their own.
  • outside ears, and eyes, are important
  • For decades, research has confirmed that the big factor in determining how much students learn is not class size or the extent of standardized testing but the quality of their teachers.
    • anonymous
      anonymous on 14 Dec 16
       
      So, instead of having students take test after test after test, why don't we just have coaches who observe and sit and discuss and offer suggestions and divide the number of tests we give students in half and do away with half? Are we concerned about student knowledge? student performance? student ability? student growth or capacity for growth? What we really need to identify is what we value!
  • California researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools, and noticed something interesting. Workshops led teachers to use new skills in the classroom only ten per cent of the time. Even when a practice session with demonstrations and personal feedback was added, fewer than twenty per cent made the change. But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent. A spate of small randomized trials confirmed the effect. Coached teachers were more effective, and their students did better on tests.
    • anonymous
      anonymous on 14 Dec 16
       
      Of course they are more effective! They have a trusted individual to guide them, mentor them, help sustain them. The coach can cheer and affirm what the teacher is already doing well and offer suggestions that are desired and sought in order to improve their 'game' and become more effective.
  • they did not necessarily have any special expertise in a content area, like math or science.
    • anonymous
      anonymous on 14 Dec 16
       
      Knowledge of the content is one thing and expertise is yet another. Sometimes what makes us better teachers is simply strategies and techniques - not expertise in the content. Sometimes what makes us better teachers could simply be using a different tool or offering options for students to choose.
  • The coaches let the teachers choose the direction for coaching. They usually know better than anyone what their difficulties are.
    • anonymous
      anonymous on 14 Dec 16
       
      The conversation with the coach and the coach listening and learning what the teacher would like to expand, improve, and grow is probably the most vital part! If the teacher doesn't have a clue, the coach could start anywhere and that might not be what the teacher adopts and owns. So, the teacher must have ownership and direction.
  • teaches coaches to observe a few specifics: whether the teacher has an effective plan for instruction; how many students are engaged in the material; whether they interact respectfully; whether they engage in high-level conversations; whether they understand how they are progressing, or failing to progress.
    • anonymous
      anonymous on 14 Dec 16
       
      This could provide specific categories to offer teachers a choice in what direction they want to go toward improving - especially important for those who want broad improvement or are clueless at where to start.
  • must engage in “deliberate practice”—sustained, mindful efforts to develop the full range of abilities that success requires. You have to work at what you’re not good at.
  • most people do not know where to start or how to proceed. Expertise, as the formula goes, requires going from unconscious incompetence to conscious incompetence to conscious competence and finally to unconscious competence.
    • anonymous
      anonymous on 14 Dec 16
       
      Progression
  • The coach provides the outside eyes and ears, and makes you aware of where you’re falling short.
    • anonymous
      anonymous on 14 Dec 16
       
      The coach also makes you aware of where you are excelling!
  • So coaches use a variety of approaches—showing what other, respected colleagues do, for instance, or reviewing videos of the subject’s performance. The most common, however, is just conversation.
  • “What worked?”
    • anonymous
      anonymous on 14 Dec 16
       
      Great way to open any coaching conversation!
  • “How could you help her?”
  • “What else did you notice?”
    • anonymous
      anonymous on 14 Dec 16
       
      These questions are quite similar to what we ask little children when they are learning something new. How did that go? What else could you do? What could you do differently? What more is needed? What would help?
  • something to try.
    • anonymous
      anonymous on 14 Dec 16
       
      Suggestions of something to try! Any colleague can offer this - so why don't we ask colleagues for ideas of something to try more often?
  • three colleagues on a lunch break
  • Good coaches, he said, speak with credibility, make a personal connection, and focus little on themselves.
    • anonymous
      anonymous on 14 Dec 16
       
      I probably need this printed out and stuck to the monitor of my computer or tattooed on my hand!
  • “listened more than they talked,” Knight said. “They were one hundred per cent present in the conversation.”
    • anonymous
      anonymous on 14 Dec 16
       
      patient, engaged listening
  • coaching has definitely changed how satisfying teaching is
  • trying to get residents to think—to think like surgeons—and his questions exposed how much we had to learn.
    • anonymous
      anonymous on 14 Dec 16
       
      Encouraging people to think - it is important to teach and encourage thinking rather than teaching them WHAT to think!
  • a whole list of observations like this.
  • one twenty-minute discussion gave me more to consider and work on than I’d had in the past five years.
  • watch other colleagues operate in order to gather ideas about what I could do.
    • anonymous
      anonymous on 14 Dec 16
       
      This is one of the greatest strategies to promote growth - ever!
  • routine, high-quality video recordings of operations could enable us to figure out why some patients fare better than others.
    • anonymous
      anonymous on 14 Dec 16
       
      I always hate seeing a video of me teaching but I did learn so much about myself, my teaching, and my students that I could not learn in any other way!
  • I know that I’m learning again.
  • It’s teaching with a trendier name. Coaching aimed at improving the performance of people who are already professionals is less usual.
    • anonymous
      anonymous on 14 Dec 16
       
      But it still works and is effective at nudging even those who are fabulous to be even better!
  • modern society increasingly depends on ordinary people taking responsibility for doing extraordinary things
  • coaching may prove essential to the success of modern society.
  • We care about results in sports, and if we care half as much about results in schools and in hospitals we may reach the same conclusion.
  • anonymous on 14 Dec 16
     
    Valuable points about coaching - makes me want my own coach!
James Norwood

Help in getting your 'Flip' started. Classroom Lectures Go Digital - 62 views

www.nytimes.com/glogin

shared by James Norwood on 27 Jun 12 - No Cached
  • James Norwood on 27 Jun 12
     
    Help in getting your 'Flip' started. Classroom Lectures Go Digital http://t.co/qS0QAyzM
N Butler

The First Thanksgiving: Virtual Field Trip Video Webcast and Letters Signup - 0 views

www.scholastic.com/...webcast.htm

Thanksgiving Virtual Plimoth history field webcast Social Studies virtualfieldtrips

shared by N Butler on 15 Jan 12 - No Cached
  • N Butler on 15 Jan 12
     
    The First Thanksgiving...starts with voyage on Mayflower
  • N Butler on 15 Jan 12
     
    The First Thanksgiving...starts with voyage on Mayflower
Roland Gesthuizen

5 Ways to Start a Fire, Using Water - YouTube - 74 views

www.youtube.com/watch

optics science physics chemistry fire scouts combustion safety YouTube

shared by Roland Gesthuizen on 03 Feb 14 - No Cached
  • Roland Gesthuizen on 03 Feb 14
     
    "Fire and water: mortal enemies? Not so fast! Here are 5 ways to start a fire, using water."
anonymous

Another cloud storage option - Copy.com - 54 views

copy.com?r=yg8cjK

storage cloud backup copy dropbox

shared by anonymous on 22 Nov 13 - No Cached
  • anonymous on 22 Nov 13
     
    My Dropbox is nearly full but I just came across this service, copy.com, that gives 15GB to start and 5GB additional for each referral. Very generous!
  • Tony Vlachakis on 02 Dec 13
     
    Hollington, Thanks for the tip on Copy.com. I will join and add to my cloud storage options. I recently used https://mover.io/ to move files from my nearly full dropbox to my box account. Mover.io is a great service. They start you off with 10 GB of transfer throughput, then you need to pay. Mover.io supports 22 cloud storage services, including Copy.com.
Don Doehla

The Shanghai Secret - NYTimes.com - 26 views

www.nytimes.com/...edman-the-shanghai-secret.html

nytimes article education shanghai

shared by Don Doehla on 01 Nov 13 - No Cached
  • Don Doehla on 01 Nov 13
     
    HANGHAI - Whenever I visit China, I am struck by the sharply divergent predictions of its future one hears. Lately, a number of global investors have been "shorting" China, betting that someday soon its powerful economic engine will sputter, as the real estate boom here turns to a bust. Frankly, if I were shorting China today, it would not be because of the real estate bubble, but because of the pollution bubble that is increasingly enveloping some of its biggest cities. Optimists take another view: that, buckle in, China is just getting started, and that what we're now about to see is the payoff from China's 30 years of investment in infrastructure and education. I'm not a gambler, so I'll just watch this from the sidelines. But if you're looking for evidence as to why the optimistic bet isn't totally crazy, you might want to visit a Shanghai elementary school.
  • Don Doehla on 01 Nov 13
     
    HANGHAI - Whenever I visit China, I am struck by the sharply divergent predictions of its future one hears. Lately, a number of global investors have been "shorting" China, betting that someday soon its powerful economic engine will sputter, as the real estate boom here turns to a bust. Frankly, if I were shorting China today, it would not be because of the real estate bubble, but because of the pollution bubble that is increasingly enveloping some of its biggest cities. Optimists take another view: that, buckle in, China is just getting started, and that what we're now about to see is the payoff from China's 30 years of investment in infrastructure and education. I'm not a gambler, so I'll just watch this from the sidelines. But if you're looking for evidence as to why the optimistic bet isn't totally crazy, you might want to visit a Shanghai elementary school.
Sharin Tebo

Scholastic Canada Education-Teaching Tip of the Month * January 2012 - 21 views

www.scholastic.ca/...january2012.html

thinking curiosity inquiry

shared by Sharin Tebo on 13 Jan 15 - No Cached
  • the power of compelling questions that drives deep interest, understanding, caring, and the application of 21st century skills.
  • During a whole group inquiry, students gain competence by being guided through the process and develop necessary skills and tools to aid in self-initiated inquiries. Often students don't have the necessary background knowledge to pose their own questions or lack understanding in identifying a question worthy of investigation so the large group approach is essential when getting started.
  • Begin by examining your curriculum and identifying a topic that you think will be interesting to students.
  • ...2 more annotations...
  • Questions are open-ended in nature with no 'correct' answer; in fact, the answer is unknown. Inquiry questions represent what is at the "heart of the matter" and frame the unit as a puzzle or problem to be solved.
  • Your role in the large group inquiry is one of coach or facilitator.
  • Sharin Tebo on 13 Jan 15
     
    Getting Started with Inquiry Learning in Your Classroom
fergtoo

the Truth About Being a Hero - WSJ - 14 views

www.wsj.com/...111903596904576516302821089790

hero

shared by fergtoo on 23 Jul 15 - No Cached
  • We all want to be special, to stand out; there's nothing wrong with this. The irony is that every human being is special to start with, because we're unique to start with.
  • n the military I could exercise the power of being automatically respected because of the medals on my chest, not because I had done anything right at the moment to earn that respect.
  • I knew many Marines had done brave deeds that no one saw and for which they got no medals at all.
  • ...20 more annotations...
  • "A lot of people have done a lot more and gotten a lot less, and a lot of people have done a lot less and gotten a lot more."
  • I got my medals, in part, because I did brave acts, but also, in part, because the kids liked me and they spent time writing better eyewitness accounts than they would have written if they hadn't liked me
  • The only people who will ever know the value of the ribbons on their chests are the people wearing them—and even they can fool themselves, in both directions.
  • he whole assault ground to a halt, except for one kid named Niemi, who had sprinted forward when we came under the intense fire and disappeared up in front of us somewhere.
  • alking to a group of us about when it was a platoon leader earned his pay. I knew, floating above that mess, that now that time had come. If I didn't get up and lead, we'd get wiped.
  • I'm most proud of is that I simply stood up, in the middle of all that flying metal, and started up the hill all by myself.
  • I did it for the right reasons.
  • At this point I saw the missing kid, Niemi, pop his head up. He sprinted across the open top of the hill, all alone.
  • He was a black kid, all tangled up in black-power politics, almost always angry and sullen. A troublemaker. Yet here he was, most of his body naked with only flapping rags left of his jungle utilities, begging for a rifle when he had a perfect excuse to just bury his head in the clay and quit. I gave him mine. I still had a pistol. He grabbed the rifle, stood up to his full height, fully exposing himself to all the fire, and simply blasted an entire magazine at the two soldiers in front of us, killing both of them. He then went charging into the fight, leaving me stunned for a moment. Why? Who was he doing this for? What is this thing in young men? We were beyond ourselves, beyond politics, beyond good and evil. This was transcendence.
  • Crashing out of the clouds into this confusion came a flaming, smoking twin-rotor CH-46 helicopter.
  • I saw Niemi pop into sight again. He sprinted to the downed chopper.
  • the only thing he could think to do was sprint across the open hilltop to see if he could find a place from which he could lay down fire to protect them.
  • Niemi got a Navy Cross.
  • I got a Navy Cross.
  • elicopter pilot
  • ont-page story
  • The kid who borrowed my rifle didn't get anyt
  • hing.
  • It was just about that time I got knocked out and blinded by a hand grenade. I came to, groggy.
  • hen a kid I knew from Second Platoon, mainly because of his bad reputation, threw himself down beside me, half his clothes blown away. He was begging people for a rifle. His had been blown out of his hands.
Marsha Ratzel

Blogging Begins « What Else? 1DR - 33 views

askwhatelse.wordpress.com/...blogging-begins

news blogging begins

shared by Marsha Ratzel on 05 Jul 10 - Cached
    • Marsha Ratzel
      Marsha Ratzel on 05 Jul 10
       
      This is where I see the power really get amped up
  • While reading about Martin Luther King, Jr, students chose a quote from his work. Students wrote the quote on an index card and explained why they chose the quote or what they thought about the quote.  Then we passed the card to the student on the left, and that student read the card and added a sticky note comment. The note needed to be at least three sentences, refer or quote something from the original text, and be “overly positive.” We handed the card and comment to the left again, and that student read the comment and the card. We continued passing to the left and adding sticky note comments, which could comment on the original text or any of the comments.
  • As we passed the work along, student comments became longer and better as they read other comments that were better than some who had not followed our protocol and simply wrote, “I agree.”  By the time every one had commented on every one else’s card, all students had written at least one good comment.
  • ...2 more annotations...
  • When the original writer received the card, they chose and shared the comments that helped them think more or caused them to want to add to their original ideas.
  • new site called Tween Tribune (http://tweentribune.com/), a site for students and teachers with kid-friendly news feeds on which to comment or add their own stories.  We read comments and critiqued them, noticing some grammatical errors and mostly that some comments did not add to the conversation.
  • Marsha Ratzel on 05 Jul 10
     
    Great lesson idea for how to get started in classroom blogging.
  • Marsha Ratzel on 05 Jul 10
     
    One of the easiest ways I've seen to get started on blogging and commenting.
Ed Webb

Imagining College Without Grades :: Inside Higher Ed :: Higher Education's Source for News, Views and Jobs - 0 views

www.insidehighered.com/...grades

education grading

shared by Ed Webb on 28 Jan 09 - Cached
  • A professor who tells his students that “grades are the death of composition.” Another said: “Grades create a facade of coherence.”
    • Dana Huff
      Dana Huff on 28 Jan 09
       
      Interesting. I agree. I wish that we didn't have to grade student writing and could just give written or oral feedback. I love the "facade of coherence" comment.
  • politically impossible
    • Dana Huff
      Dana Huff on 28 Jan 09
       
      Key words. Grading is political.
  • grades were squelching intellectual curiosity.
    • Dana Huff
      Dana Huff on 28 Jan 09
       
      Totally true in more places than prestigious law schools
  • ...9 more annotations...
  • growing use of e-portfolios
    • Dana Huff
      Dana Huff on 28 Jan 09
       
      I like portfolios for demonstrating learning, but I haven't learned how to effectively integrate them into my own classroom.
  • most professors and students are much more likely to complain about grading than to praise its accuracy or value.
    • Dana Huff
      Dana Huff on 28 Jan 09
       
      Amen!
  • Done right, she said, eliminating grades promotes rigor.
  • the elimination of grades — if they are replaced with narrative evaluations, rubrics, and clear learning goals — results in more accountability and better ways for a colleges to measure the success not only of students but of its academic programs.
    • Ed Webb
      Ed Webb on 28 Jan 09
       
      This strikes me intuitively as correct. Grades are a substitute for thoughful assessment of learning outcomes, not an equivalent to it.
  • the idea of consistent and clear grading just doesn’t reflect the mobility of students
    • Ed Webb
      Ed Webb on 28 Jan 09
       
      Absolutely. My own institution, Dickinson College, sends ~70% of its students abroad for at least a semester, and most often a year. I have experience in education in different national contexts, and grading conventions simply do not translate.
  • ending grades can mean much more work for both students and faculty members.
    • Ed Webb
      Ed Webb on 28 Jan 09
       
      Aye, there's the rub. Those of us who are serious about learning - students and faculty - have to recognize that better learning is more work. On the other hand, it's more fun, too.
  • When faculty members are providing written, detailed analyses of multiple course objectives and are also — for majors — relating performance to larger goals for the major, so much more is taking place she said, than in a letter grade.
    • Ed Webb
      Ed Webb on 28 Jan 09
       
      Yes. Grades are a terrible assessment tool.
  • the training that colleges provide to professors before they start producing narrative evaluations, and officials of the no-grades colleges all said that training was extensive, and that faculty members needed mentors as they started out.
    • Ed Webb
      Ed Webb on 28 Jan 09
       
      And how much training do faculty get before they start handing out grades?
  • they end up favoring the evaluation system
    • Ed Webb
      Ed Webb on 28 Jan 09
       
      This is the point. Users have to be educated in the advantages of the system - once they have been, they are likely to favor it over grading.
Marsha Ratzel

PLNsss how to start them up - 3 views

suewaters.wikispaces.com/

PLN suewaters plp

shared by Marsha Ratzel on 11 May 09 - Cached
  • Kelvin Thompson on 14 Aug 10
     
    An introduction to Personal Learning Networks and how to build your own.
  • Marsha Ratzel on 05 Aug 11
     
    starting a PLN..lots to think about.
Lauren Rosen

Google Earth for Educators - 122 views

www.associatesdegree.com/...citing-ideas-for-the-classroom

googleearth Earth Education google BER

shared by Lauren Rosen on 18 Mar 10 - Cached
  • Lauren Rosen on 18 Mar 10
     
    50 Exciting Ideas for the Classroom. Nicely grouped by grade level. Great ideas to get started with using google earth.
  • Lauren Rosen on 18 Mar 10
     
    50 Exciting Ideas for the Classroom. Nicely grouped by grade level. Great ideas to get started with using google earth.
Marisa Kenney

Photo Books, Photo Cards, Scrapbooks, Yearbooks and Calendars | Mixbook - 46 views

www.mixbook.com

photos books photography printing web2.0 tools collaboration publishing

shared by Marisa Kenney on 09 Mar 11 - Cached
  • Richard Bradshaw on 09 Mar 11
     
    I just started using this for student projects. They love it. It's intuitive, creative, and user friendly.
  • Marisa Kenney on 03 Jun 11
     
    is a collaborative tool to create customizable photo books, cards and calendars online.You choose your theme and start adding your pictures. You can move and change the pictures move, rotate, crop, zoom into your photos. There are different fonts and styles to add your text to it. You can also choose your templates, backgrounds, stickers and you can add pages to your Mixbook. Children can create a newsletter or a newspaper or they can publish their drawings and create a story using them.
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